Woodseats Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils and adults value being part of this happy and kind community.

Warm relationships between staff and pupils reflect the school's 'golden threads', which include equality and respect. Pupils are courteous to each other and to those visiting their school. They have a strong sense of acceptance of others.

Parents and carers value the school. One parent stated, 'Woodseats Primary is an inclusive school that puts the well-being of its children first.'

There is a shared aim, between school leaders and the trust, that pupils at Woodseats will be well prepared for their next steps in education.

High expectations are in place for all pupils. The school ...has made significant adaptations to the teaching of English and mathematics. These have been effective in securing pupils' knowledge.

Pupils receive ample opportunities to practise and revisit key learning. As a result, pupils currently in school are achieving well. However, these changes did not have sufficient time to impact the outcomes of the previous cohort.

Pupils are given the opportunity to take part in a wide range of sports. Every child has the chance to represent their school. After-school and lunchtime clubs, including opportunities for music and art, are well attended.

Older pupils are eager to take on positions of responsibility. They effectively and sensitively support younger pupils in their role as play leaders and lunch hall monitors. They model the school's expectations well.

What does the school do well and what does it need to do better?

Pupils understand the expectations for positive behaviour. They say that the school's rules and rewards are fair. Pupils work quietly in lessons and move around the school very sensibly.

Any minor disruption is quickly acted on by adults. The school ensures any incidents of poor behaviour are reviewed as learning points for pupils. Pupils are supported sensitively with this.

Where attendance of pupils does not meet leaders' high expectations, the school is taking effective action to improve this.

The curriculum in place for children in the early years has been well considered across all areas of learning. End points are clearly identified.

Staff working with the youngest children know what the children should learn and when. Children in Nursery and Reception demonstrate high levels of self-control. They learn to listen to each other when talking in groups.

They are confident to share their own thoughts and ideas. Routines are well established. This supports children in the early years to be independent.

Pupils in key stages 1 and 2 study the full range of subjects in the national curriculum. The school has compiled a curriculum which carefully sequences the important information that pupils need to know. This is fully inclusive of all pupils, including those with special educational needs and/or disabilities (SEND).

Teachers have secure subject knowledge. They are aware of the importance of high-quality teaching to meet the needs of all pupils in their care. Where further support is needed for some pupils with SEND, adaptations are put in place in classrooms to support them.

The curriculum in subjects such as art and design is particularly ambitious. Pupils are developing an understanding of a timeline of art history. In other subjects, such as geography, mathematics and physical education, there is a consistency in how lessons are delivered.

Leaders review their subject areas and recognise astutely any further improvements that need to be made.

Phonics is taught effectively from early years. The love of reading is starting to blossom across the school.

Pupils know why reading is important. There are frequent opportunities for reading and story time from the early years to the end of key stage 2. Pupils who struggle to read are identified early because checks on pupils' knowledge of phonics are often and accurate.

Additional support is provided when needed. At times, the emphasis on younger pupils' decoding skills means that opportunities to promote and develop pupils' fluency are missed. When this occurs, these pupils do not build up an understanding of what they are reading.

There is a very clear approach to the sequence of teaching reading at key stage 2. This structure is deliberately planned and incorporates the wider reading skills that pupils need. Older pupils discuss the books they have read knowledgeably.

Books used for class novels, assemblies and story times are carefully planned and deliberately chosen by leaders. This ensures that pupils meet age-appropriate, yet challenging, content from a diverse range of books and authors.

Pupils take part in weekly class briefings.

They learn about the school's golden threads. Pupils talk confidently about values such as integrity and what this means to them. Within these sessions, pupils also learn how to keep themselves safe, including when they are online.

This is an inclusive school where everyone is celebrated. Pupils are kind to each other and treat each other with respect. Pupils are taught about diversity.

They know that families can look different. New pupils are helped to settle in quickly.

Staff enjoy working at the school.

They appreciate the work of leaders and governors to support their well-being. The trust provides high-quality support to develop leaders at all levels.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Pupils who receive additional adult intervention for reading are not consistently supported to build up their fluency skills. Pupils decode words but quickly lose the meaning of what they have read. The school should ensure that all pupils are given sufficient opportunities to practise reading for fluency so that they quickly become confident readers.